Exploring the Influence of Art Teachers' Core Quality Improvement on Students' Learning Motivation and Educational Policy: Empirical Evidence based on Chinese Universities

Abstract

Education is not just about acquiring knowledge, but about empowering students to become lifelong learners who are equipped to navigate and shape the ever-evolving world around them. Student learning motivation is valued in Chinese colleges since it has a direct impact on academic achievement and overall success. University education policies in China strive to enhance student motivation by creating a positive learning atmosphere, providing chances for student engagement, and providing assistance to students who may be suffering academically. Furthermore, education policies in Chinese universities emphasize the development of students' critical thinking and problem-solving abilities. Therefore, the aim of this study is to investigate the influence of art teacher core quality improvement on student learning motivation and education policy. Study further explored the moderating roles of classroom well-being and research-derived knowledge between these relationships. Simple random sampling technique was used to collect data from 376 art teachers working in universities in China. Closed-ended questionnaire was used to collect data that was adopted from previous studies. Collected data were analyzed with the help of SPSS and SmartPLS. Findings of the study showed that art teacher core quality improvement has a significant influence on student learning motivation and education policy. Findings also confirmed that classroom well-being and research-derived knowledge significantly moderated these relationships.  This study will help the teachers to identify how they can enhance student learning motivation and how they can change educational policies. This study also has some limitations. Data was collected from art teachers only. Future studies can collect data from other disciplines.